Professional Documents
Culture Documents
2122full Download PDF of (Original PDF) Music in Theory and Practice Volume 2 9th Edition All Chapter
2122full Download PDF of (Original PDF) Music in Theory and Practice Volume 2 9th Edition All Chapter
http://ebooksecure.com/product/ebook-pdf-music-in-theory-and-
practice-volume-2-10th-edition/
http://ebooksecure.com/product/original-pdf-music-in-theory-and-
practice-volume-1-9th-edition/
http://ebooksecure.com/product/ebook-pdf-music-in-theory-and-
practice-volume-1-10th-edition/
https://ebooksecure.com/download/progress-in-heterocyclic-
chemistry-ebook-pdf/
(eBook PDF) Translational Medicine in CNS Drug
Development, Volume 29
http://ebooksecure.com/product/ebook-pdf-translational-medicine-
in-cns-drug-development-volume-29/
http://ebooksecure.com/product/ebook-pdf-management-theory-and-
practice-9th-edition/
http://ebooksecure.com/product/ebook-pdf-management-theory-
practice-9th-edition/
http://ebooksecure.com/product/ebook-pdf-americas-history-
concise-edition-volume-2-9th-edition/
http://ebooksecure.com/product/ebook-pdf-knowledge-management-in-
theory-and-practice-3rd-edition/
Preface
Volume 1 of Music in Theory and Practice was a general introduction to music theory. You
To the Student
spent time mastering the details of music syntax and discovering how small patterns, such
as scales, intervals, and triads, combine to create larger units—phrases, periods, two-part
form, and three-part form. This volume focuses on musical styles from the Renaissance to
the present. It includes more complex chords, an emphasis on larger forms, and strategies
to help you analyze the compositions you perform.
The goal of this volume is the practical application of information. The analytical tech-
niques presented here are carefully designed to be clear, uncomplicated, and readily ap-
plicable to the repertoire you will develop during your career as a musician. The thorough
understanding of the musical structure of a composition that you gain through analysis
considerably reduces the time required for preparing a performance of that work.
The ninth edition of Music in Theory and Practice includes the following changes:
New to this Edition
1. The placement of musical examples has been revised to eliminate as many awkward
page turns and cross-references as possible.
2. “The Early Twentieth Century,” which appeared as a single chapter in the eighth edi-
tion, has been expanded into two chapters separating the explanation of compositional
devices from pitch-class set theory.
3. A series of pedagogical “practice” instructions have been added to guide students
through their initial efforts at understanding concepts.
4. Several new full-length compositions have been added to allow students additional
opportunity to study complete works rather than isolated sections of a composition.
This two-volume series is a part of a carefully integrated package. The following texts and
Texts and
ancillaries are available for the ninth edition:
Supplements
For students and instructors:
Music in Theory and Practice, Volume 1
Music in Theory and Practice, Volume 2
Workbook to Accompany Music in Theory and Practice, Volume 1
Workbook to Accompany Music in Theory and Practice, Volume 2
Online Learning Center at www.mhhe.com/mtp9
For instructors:
Instructor’s Manual to Accompany Music in Theory and Practice, Volume 1
Instructor’s Manual to Accompany Music in Theory and Practice, Volume 2
Workbook Solutions Manual to Accompany Music in Theory and Practice, Volume 1
Workbook Solutions Manual to Accompany Music in Theory and Practice, Volume 2
Online Learning Center at www.mhhe.com/mtp9
Resources available from the Online Learning Center include printable versions of the
Instructor’s Manuals and Workbook Solutions Manuals, assignment templates com-
patible with Finale® music notation software, supplementary drill assignments, testing
materials, and recordings. Audio examples posted online for this edition of Music in
Theory and Practice are identified throughout the texts and workbooks with the fol-
lowing graphic: .
vii
It is with deep appreciation and sincere gratitude that I thank Chris Freitag for his numer-
Acknowledgments
ous important contributions to Music in Theory and Practice. His many years of work
on behalf of the text, along with his always wise and patient counsel, made a significant
impact that will never be forgotten.
The exemplary work of the McGraw-Hill professional staff deserves both recogni-
tion and commendation. The efforts of Sarah Remington, Erin Melloy, Barbara Hacha,
Jana Singer, Kay Munson, Yu Vongkiatkajorn, Laura Wilk, Craig Leonard, Dawn
Groundwater, and the entire production team are genuinely valued and appreciated.
Grateful acknowledgement is extended to the following individuals, whose suggestions,
comments, and reviews were extremely helpful:
Bill Carmody, Sierra College
James Chenevert, Texas Woman’s University
Robin Connell, Grand Rapids Community College
Jason Howard, Westminster College
Jack D. Jenny, Otterbein University
Mark Pappas, Eastern Michigan University
Denise Root Pierce, Eastern Michigan University
Lauren Shackelford, The Master’s College
I would be remiss not to acknowledge the life’s work of my brilliant mentor and kind-
hearted coauthor, Bruce Benward. Simply put, without Bruce Benward, there would be no
Music in Theory and Practice. His creative genius and enduring vision continues to be a
motivating force behind the text, and his timeless perspective remains part of the 9th edi-
tion. Dr. Benward’s significant contributions are respectfully acknowledged, along with the
promise that Music in Theory and Practice will forever be “The Benward.”
Marilyn Saker
viii Preface
PA R T A
T
he term Renaissance refers to the era of the flowering of the arts and literature that
Renaissance Period
followed the Middle Ages. The overriding function of music in the Renaissance
(1450–1600) period was to contribute to worship. Although greatly overshadowed by the sacred
music of the period, secular works did exist and were an important part of the literature.
Vocal music was far more common than instrumental music during the Renaissance.
Choruses came into being shortly before the beginning of the Renaissance but did not
reach full flower until well into the era. Choruses of the time were usually small groups of
perhaps 12 to 15 singers. The choral group was often divided into four parts—the familiar
soprano, alto, tenor, and bass. Late Renaissance music often required a fifth part, either a
second soprano or a second tenor, and works for six, eight, and even 16-part choruses were
not unusual. Instrumental groups frequently accompanied choruses and usually doubled
the voice parts. In chapels, however, the groups sang a cappella, or unaccompanied.
As an introduction to the music of the late Renaissance, we will study two- and three-
part vocal polyphony, concentrating our attention on the works of Orlande de Lassus,
Josquin Desprez, Giovanni Pierluigi da Palestrina, and Tomás Luis de Victoria.
The baroque was a period of great change. Baroque composers preferred new tonality
Baroque Period
systems to the modality of the Renaissance. Their compositional style made it possible to
(1600–1750) hear the words of sung texts more easily. Instrumental music began to assume more impor-
tance than vocal music for the first time in history. Improvisation of music was a common
practice, particularly in the performance of accompaniments and in the performance of
opera singers, who were expected to improvise embellishments at certain points in their
arias. Much of the music of the baroque included a figured bass that served as a basis for
improvising accompaniments.
We will examine instrumental works of the baroque period in contrapuntal texture,
principally the two-part inventions and fugues of J. S. Bach.
This page intentionally left blank
CHAPTER 1
Late Renaissance polyphony refers to music from approximately 1550 to 1600. The po-
Important
lyphony of this period is perhaps the purest ever written because it is not influenced by the
Concepts functional harmony of later periods. Interacting melodic lines characterize the composi-
tional style of this period.
Sixteenth-century music is essentially modal. The Dorian, Phrygian, Lydian, and Mix-
Modes
olydian modes were in common use. The Aeolian (natural minor scale) and Ionian (major
scale) modes were used occasionally. Each mode is identified by its beginning tone, called
the final.
Musica Ficta Altered tones were frequently added to the pure modes. This practice became known as
musica ficta. Musica ficta accidentals were not written in the original manuscripts but were
sung by the performers according to performance practices of the period. In modern edi-
tions the musica ficta accidentals are often indicated above the staves. The melodic tritone
between F and B was avoided by lowering the B to B-flat (Figure 1.1).
3
Figure 1.1
In the Dorian and Mixolydian modes, a “leading tone” was created at cadences by rais-
ing the seventh scale degree. The Phrygian and Lydian modes required no alteration at
cadence points (Figure 1.2).
Figure 1.2
w w w
Half step
w w
& # ww w
Half step
# ww ww w
Half step Half step
w w ww
# ww ww # ww w w ww ww w ww
Half step Half step Half step Half step
Transposed Modes The modes were often transposed a perfect fifth lower, creating a key signature of one flat
(Figure 1.3).
Figure 1.3
w w w w w
Dorian Transposed Dorian
& w w w w w w b w w w w
w
Half step Half step Half step Half step
w w w w w
w w
Phrygian Transposed Phrygian
& w w w w w w b w w w
Half step Half step Half step Half step
w w w
Lydian Transposed Lydian
& w w w w w b w w w w
w w w w
Half step Half step Half step Half step
w w w w
Mixolydian Transposed Mixolydian
& w w w w b w w w w w
w w w
Half step Half step Half step Half step
In late Renaissance polyphony, vertical structures were organized according to the conso-
Consonance
nant intervals above the lowest-sounding tone (Figure 1.4).
Figure 1.4
& ww w w w
w ww ww w ww w
P1 P8 P5 M3 M6 m3 m6
The lowest-sounding tone may not always be the lowest voice in the score because voice
crossing was quite common (Figure 1.5).
Figure 1.5
4
& b 2 ˙. œ ˙ ˙ w w
5 4 3 3 5 3 4
V b 42 ˙ œ œ ˙ ˙ w ∑
4 3 2 1
˙ ˙ #˙ ˙. nœ
? 42 w Ó
b
4 3
= Lowest-sounding tone
The numbers between the staves in Figure 1.5 refer to the interval above the lowest-
sounding tone. This method of analysis is employed throughout this chapter.
The concept of tonal harmony was unknown during the Renaissance period. Compos-
ers thought only in terms of consonances and dissonances.
Dissonance Types in Passing tones, lower neighboring tones, suspensions, portamentos, and cambiatas are the
Two-Voice Writing only dissonances found in two-voice writing.
Figure 1.6
w w
& 42 w . ˙
PT PT PT
3 4 6 5 6 7 8 9
& 42 ∑ w ˙ ˙. œ œ œ
Figure 1.7
? 42 ˙ œ œ ˙. œ
>
PT PT PT
8 7 5 3 2 1 2
? 42 ˙ . œ œ œ ˙
V b 42 w Ó ˙ œ œ œ œ w
PT NT PT PT
5 5 4 3 2 3 4 5 6 7
? b 42 Ó ˙. œ œ bœ w. bœ œ
Suspensions
In two-voice writing, the only suspensions available are 7–6 and 2–3. The suspension oc-
4
curs on beats 1 or 3 in 2 meter and the resolutions on beats 2 or 4 (Figure 1.9).
Figure 1.9
& 42 ˙ w b˙ w ˙ ˙
(prep.) SUS (resol.) PT
6 5 3 2 3 3 5 4
& 42 Ó ˙ ˙ ˙ ˙ ˙ ˙ œ œ
2–3 suspension
Figure 1.10
& 42 œ ˙. œ ˙ œ #œ œ ˙ w
œ
PT (prep.) SUS (resol.) SUS (resol.)
?4 ˙
3 4
˙
6 7 6 6 7 6 5 6 8
2 w w Ó ˙
Figure 1.11
˙ œ œ ˙ ˙
& ˙ ˙
PORT
con. dis. con.
3 6 7 6 6 5 3 6
& ˙ ˙ ˙. œ w
œ œ
Dissonant portamento
˙ ˙ œ œ œ œ
&
PORT
3 3 4 3 4 6 7 3 8
& ˙ œ œ ˙ ˙ ˙
Portamento figure
Nota Cambiata
A forerunner of the eighteenth-century changing tones, the nota cambiata is a four-note
melodic figure. The second note of the four is the nota cambiata itself. The first and third
notes are always consonant with the lowest-sounding tone, whereas the second and fourth
may or may not be dissonant (Figure 1.12).
Figure 1.12
Cambiata figure
˙.
& 42 œ ˙ #˙ ›
2nd 3rd 2nd
NC
5 4 3 6 8
& 42 w ˙ ˙ ›
Figure 1.13
9 – 8 and 4 –3 suspensions
& b 42 ˙ ˙ ˙ ˙ œ œ w ˙
PT SUS SUS
5 8 9 10 10 9 8 10 4 3
V b 42 w ˙. œ ˙ œ œ w
>
PT PT PT
? b 42 ˙ .
3 4 5 6 d5 3 4 3 5
œ ˙ ˙ ˙ ˙ w
Figure 1.14
4 w
&b 2 w
5 6 6 5
& b 42 œ œ w ˙
PT
˙ 3 4 6
˙ ˙5 ˙3
V b 42
The 6 –5 figure
Figure 1.15
& 42 w w Ó
w ˙
6 (6) 5 1 5 5
& 42 ˙ w #˙ w
Ó
SUS ˙
? 42 ›
3 4 (4) 3 1
∑ w
The melodic lines in sixteenth-century choral music have the following characteristics:
Melody
1. Melodic movement is predominantly stepwise.
2. Although skips occur, the following intervals are avoided:
Ascending M6ths
All descending 6ths
All 7ths
All diminished and augmented intervals
Skips greater than an octave
3. Triads are sometimes outlined in the melody.
4. Two or more successive skips in the same direction (other than skips that outline a triad)
are rare.
5. A skip greater than a 3rd is preceded and followed by an interval that is in the opposite
direction to the skip and most often stepwise. For example, the approach to, and depar-
ture from, an ascending skip is by a descending interval (usually a step) (Figure 1.16).
Figure 1.16
& 42 ˙ . œ ˙ ˙ ˙ #˙ w
6. Melodic sequences, so common in the eighteenth century, are infrequent in this style.
The two common meters in late Renaissance polyphony were quadruple meter and triple
Rhythm and Meter
meter. This chapter deals only with quadruple meter. The rhythms in quadruple meter were
limited to the following note values:
1. Note values were tied only to a succeeding note of equal or next shorter value
(Figure 1.17).
Figure 1.17
˙.
& 42
w ˙ ˙ ˙ œ ˙
4 ˙ œ œ œ œ ˙
&2 w ˙ ˙
Unstylistic Unstylistic
& 42 ˙ . œ ˙ ˙ & 42 w œ œ œ œ
2. Quarter rests were not used at all, and half rests are found only on beats 1 and 3
(Figure 1.18).
Figure 1.18
Unstylistic Unstylistic
& 42 Œ œ œ œ w & 42 ˙ Ó ˙ ˙
Quarter rests not found Half rests on beats 1 and 3 only
3. Eighth notes occur only on the second half of a beat and always in pairs (Figure 1.19).
Figure 1.19
Unstylistic
4
&2 ˙ ˙ œ œ œ ˙
Eighth notes not found on
accented portion of the beat
Figure 1.20
Unstylistic Unstylistic
Rhythm Rhythm repeated
& 42 ˙ . œ ˙ œ œ & 42 ˙ . œ ˙ œ œ ˙. œ ˙ œ œ
& 42 . œ ˙ œ œ & 42 w w ˙ w ˙
˙
Same rhythm as upper voice
7. To keep the rhythmic flow from being interrupted at interior cadence points, one voice
usually rests and then begins the next phrase immediately. This staggering of rests is
referred to as hocket (Figure 1.21).
Figure 1.21
Cadence
Hocket
& 42 w w Ó ˙ ˙. œ
- - - jus ne - go - ti
2 3 3 2 3 4 3 3 3 3
4 Ó
& 2 œ œ ˙. œ œ ˙ w ˙
- - - - - - jus ne -
Overlapping phrases
8. Original manuscripts of the period did not contain bar lines. However, for the sake of
twentieth-century musicians, most modern editions include bar lines.
9. The rhythms in individual voices sometimes suggest meters other than the meter
signature. Most modern editions place the bar lines according to the prevailing meter,
regardless of the meter suggested in individual voices, to avoid notational complexity
(Figure 1.22).
& 42 Ó w ˙ w ˙ ˙ ˙ ˙ w #w ∑
Con - so - la - trix af - fli - cto - rum
& 32 w ˙ w ˙ w ˙ 42 w #w
Con - so - la - trix af - fli - cto - rum
Most final cadences in two-voice writing are of the clausula vera type, in which the two
Cadences
voices approach an octave or unison through stepwise motion (Figure 1.23).
Clausula Vera
Figure 1.23
& 42 œ œ w #˙ ›
>
PT SUS
7 8 7 6 8
& 42 ˙
5 3
œ œ ˙ ˙ ›
Expands out to octave
In three-voice writing the third voice often adds falling 5th motion to the clausula vera,
creating a cadence similar to the authentic cadence in tonal music (Figure 1.24).
Figure 1.24
& b 42 œ œ w #˙ ›
Clausula vera
4
Vb 2 w w ›
? b 42 b w w ›
Decending 5th in the bass
Figure 1.25
Plagal cadences
w w w w w w
&
& w w w w
w w
Ascending P5 Ascending P5 Descending P4
Weak Interior Pauses often occur in individual melodic lines in compositions of this period. These mo-
Cadences mentary breaks in rhythmic activity sometimes have the effect of cadences (Figure 1.26).
Figure 1.26
Lassus: Qui vult venire post me (He Who Would Follow Me), mm. 3–5.
V b 42 Ó ˙ w w w w Ó ˙
ve - ni - re post me, ve -
? b 42 w w w w Ó ˙ w
ni - re post me, ve - ni -
Weak interior cadence
As in eighteenth-century style, parallel P8ths, P5ths, and P1s were prohibited during this
Parallel Motion
period (Figure 1.27).
Figure 1.27
V b 42 w Ó ˙ ˙ ˙
˙. œ œ œ w ˙ ›
>
SUS PT PT SUS
2 3 1 5 5 3 8 7 6 6 6 7 8 7 6 8
? 4 ˙ ˙ w
b 2 ˙ w ˙ œ œ œ œ œ ˙. œ ›
Parallel P5ths
avoided in this style
Figure 1.28
& b 42 w ˙ ˙ œ œ œ œ ˙ ˙
PT PT
3 4 5 6 3 5 4 3 3 3 3 5 6 3
& b 42 œ œ œ œ ˙ . œ œ œ œ œ œ
œ ˙
Parallel 3rds integral
part of this style
In late Renaissance polyphony there were a number of conventions for the setting of texts,
Text Setting
including the following:
1. Syllables are assigned only to half-note (or larger) values. A single quarter note may
carry a syllable only when preceded by a dotted half note and followed by a half or
whole note.
2. After a series of quarter notes, a syllable is not changed until after a white note value
occurs (Figure 1.29).
Figure 1.29
w.
& 42 ˙ ˙ œ œ w ˙.
Al - le - lu - - - ja
Syllable changes on
2nd white note
3. The rhythms follow the accents of the words quite closely. Accented syllables are often
given agogic (durational) stress (Figure 1.30).
Figure 1.30
w.
& 42 ˙ ˙ œ œ w ˙.
Al - le - lu - - - ja
Josquin Desprez Josquin Desprez was born in the north of France, performed as a singer in the papal chapel
(ca. 1440–1521) choir in Rome, and returned to France to serve in the court of Louis XII. He perfected the
technique of pervasive imitation (imitation at the beginning of each section) during his stay
in Rome. His works were known throughout Europe and influenced many later composers,
including Palestrina, Lassus, and Victoria. In addition to sacred music, Josquin composed
a number of secular chansons.
Giovanni Pierluigi Born in Palestrina, Italy, Giovanni Pierluigi da Palestrina became the master of the chapel
da Palestrina choir in several of Rome’s greatest churches. His reputation as a composer of sacred music
(ca. 1525–1594) was so great that he was asked to rewrite the church’s plainchant books to bring them in
line with the reforms instituted by the Council of Trent. (The Council of Trent required
that the text of the Mass always be understandable by a congregation.) In the twentieth
century, Palestrina’s music has been studied extensively. The stylistic norms described in
this chapter are based on Knud Jeppesen’s monumental work The Style of Palestrina and
the Dissonance.
Orlande de Lassus Orlande de Lassus was a Franco-Flemish composer who also learned his craft as a com-
(ca. 1530–1594) poser in the churches in Rome. Returning to his native Mons (now a part of Belgium), he
began publishing works that became known throughout Europe. In 1556 he joined the
court of Duke Albrecht V of Bavaria, where he spent the remainder of his life. In addition
to sacred music, Lassus composed more than four hundred secular works, including madri-
gals, villanellas, chansons, and lieder.
Tomás Luis de Victoria Born in Avila, Spain, where he became a choirboy at the Avila Cathedral, Tomás Luis de
(1548–1611) Victoria moved to Rome in 1565 and studied composition with Palestrina. Victoria became
a priest and returned to Spain as chaplain to Philip II’s sister in Madrid, where he spent
the remainder of his life. He is considered to be the greatest Spanish composer of the Re-
naissance. Victoria composed only sacred music and is known for dramatic and emotional
interpretation of the texts.